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Stewart, Warrick Tremayne. "Authentic Leadership as a Model for Reducing Licensed Mental Health Professional Leader Burnout." Thesis, Grand Canyon University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680284.
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<p> A considerable deficit of Licensed Mental Health Professionals (LMHPs) is expected in the United States because of the rapid professional burnout and turnover. Research has related various leadership styles to job satisfaction, organizational commitment, and retention. This study focused on authentic leadership theory and the relationship between authentic leadership and burnout. The researcher conducted a causal-comparative study with a convenience sample of 116 licensed mental health professionals to assess the relationship between authentic leadership and LMHP leader burnout in an attempt to identify a solution to the systemic burnout and turnover problems in community mental health centers. The results indicated that authentic leadership was a statistically significant predictor of all three subscales of the MBI. The multiple linear regression analysis indicated that the subcomponents of authentic leadership had a relationship with the three subscales of the MBI. The transparency sub-component of authentic leadership was particularly important because it was a statistically significant predictor of the emotional exhaustion subscale, while the balanced processing and self-awareness subcomponents were also statistically significant predictors of the depersonalization subscale. The moral sub-component of authentic leadership was a statistically significant predictor of the personal accomplishment subscale, which makes this study useful for development of leadership trainings designed to promote work environments that are able to minimize burnout and turnover in LMHPs.</p>
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Yost, Sarah Kathleen. "Multi-generational perceptions of supervisor leadership, communication, and employee performance." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3648732.
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<p> The quantitative, descriptive study examined workplace communication breakdowns by evaluating generational perceptions of supervisor leadership, communication and employee performance. Participants included members of the Baby Boomer generation, Generation X, and Millenials. Respondents completed an online survey that contained the Supervisor Leadership Communication Inventory. Additionally, respondents answered an open-ended question that asked about a supervisor’s role in facilitating intergenerational communication. Data analysis indicated no significant differences among generational perceptions of supervisor leadership, communication or employee performance. Themes that emerged from responses to the open-ended question aligned with SLCI themes, including leadership, communication and teamwork. Limitations to the study included a lack of participation by members of the Silent Generation, possible misinterpretation of the survey questions and limiting the participants to only those who were employed full-time. Respondents indicated effective leadership was based upon treating employees as individuals and not based upon generational cohort. Recommendations included further research to determine the occurrence of workplace communication breakdowns based upon generational differences. </p><p> <i>Keywords:</i> generation, communication, leadership, teamwork. </p>
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Jarvis, Thomas G. "Leadership in government organization change efforts : a multi-case analysis /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Sep%5F.pdf.
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Abello, Carlos Andres Macias. "How Professional Development in Blended Learning Influences Teachers Self-Efficacy." Thesis, Grand Canyon University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839012.
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<p> The purpose of this qualitative exploratory single case study was to explore how professional development in blended learning influences teachers’ self-efficacy in a Title I school district in the southwestern U.S. The importance of this study was to understand how teachers’ self-efficacy may or may not be enhanced through professional development experience with blended learning approaches. Teachers’ perceptions of their experience integrating technology after receiving professional development was significant since blended learning is transforming education. The theoretical foundation used for this study was Bandura’s social cognitive theory. Purposive expert sampling was used to identify the 32 participants for this study. The data was collected through a questionnaire, interviews, and a focus group, put through a member checking process, then coded and thematically analyzed to answer the research questions. All questions posed in the questionnaire, interviews, and focus group were interlaced in a way that they answered more than one research question, and the data was analyzed from each and then all together. The findings of this study indicated that teacher efficacy increased as a result of professional development experience and the main factors that contributed to this are: teachers’ sense of self-efficacy related to modeling and collaborative learning, mastery of blended learning skills and strategies through clear communication and positive feedback, and mastery in blended learning to teach self-regulatory strategies to enhance personalized learning. This study extended Bandura’s social cognitive theory by seeking to understand teachers’ perspectives of how professional development in blended learning influences their self-efficacy. </p><p>
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Scoggins, Kimberly Travis Huffman Jane Bumpers. "The impact of leadership capacity and style on professional learning communities in schools." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9740.
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Scoggins, Kimberly Travis. "The impact of leadership capacity and style on professional learning communities in schools." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9740/.
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Leadership capacity may be enhanced when school staff members work together as a professional learning community (PLC). Leadership style may impact how well a school staff work as a professional learning community. The purpose of this study was to assess the relationship between principal leadership style and the level of PLC on 18 campuses across the US that were working on becoming PLCs. Staff members answered questions from two surveys which measured the level of leadership capacity, leadership style of the principal, and level of professional learning community within the schools. Questions regarding leadership capacity and leadership style were taken from the Leadership Capacity School Survey. Questions designed to measure the level of PLC on a campus were taken from the Professional Learning Community Assessment. The product-moment correlation coefficient or Pearson r was calculated between the answers from the questions from both surveys. The results indicated that when a capacity building principal is working with staff members to create a PLC, a higher level of PLC development is evidenced. When principals used collaboration with their staff, their schools operated at a lower level as a PLC. These results encourage principals to consider building capacity among their staff members if they want to create professional learning communities on their campus.
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Young, George R. II. "Training Staff's Experiences, Perceived Needs, and Suggestions for Professional Development in a Military Training Organization." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7991.
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The purpose of this exploratory case study was to understand the individual and organizational training needs of a military training organization (MTO), which trains battle staffs to inform professional development program design. The study findings might lead to an improved trainer professional development program design, which fully supports the organization’s and trainers’ efforts to deliver effective adult training. The exploratory questions used in this study were: (a) in what ways do participants in MTO perceive trainer and professional development experiences throughout their military and professional careers; (b) what are participants’ perceptions of training needs in MTO; (c) what are participants’ ideas for developing and implementing a trainer professional development program to meet these needs. The theoretical frameworks for this research were based on Knowles’s adult learning principles (2015), Lawler and King’s (2002) Adult Learning Model for Faculty Development, and the U.S. military’s Instructional Systems Design (ISD or ADDIE) model.
The data in this study were documents and artifacts, semi-structured interviews, and a researcher reflection journal. The exploratory case study revealed six major themes: (a) trainer experiences, (b) professional development experiences, (c) organizational issues, (d) training issues, (e) organizational solutions, and (f) professional development approaches and activities. MTO participants’ revealed perceptions of organizational issues related to leadership, mission and purpose, standards, personnel, and resistance to change which affected training performance. They also identified training performance issues in material development, delivery, and evaluation due to knowledge and skills deficiencies in instructional design and adult learning principles. MTO participants suggested various professional development approaches and activities for the organizational and training issues needs identified. The study’s results suggested the professional development recommendations and implications might inform changes to MTO’s existing professional development program and generate organizational inertia to further explore and address the organizational and training issues identified. The results also add to the body of literature on adult training, professional development, and training needs analysis.
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Farris, Ann R. "Are we building community or just having more meetings? : teachers of English language learners and the professional learning community process /." ProQuest subscription required:, 2003. http://proquest.umi.com/pqdweb?did=990270761&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.
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Chow, Wai-yee. "How do school leaders shape school culture? a multi-dimensional perspective /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35344222.
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Owens, Arlene J. "The Relationship Between Authentic Leadership & Positive Psychological Capital & the Moderating Affects of Professional Development & Gender in a Public Organization." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10283195.
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<p> This study answered the call of Luthans and Avolio (2003) to focus on leadership training approaches that facilitate the development of authentic leadership and followership. Further, it answered the call of Gardner, Cogliaer, Davis, and Dickens (2011) for more “evaluations of the host of … programs currently offered that promise to enhance the development of leaders, including their authenticity, integrity, and effectiveness” (p. 1141). Researchers or curriculum designers are interested in authentic leadership development. However, it is not yet clear which developmental approaches may have the most effect on PsyCap or Authentic Leadership behaviors. Positive Organizational Behavior theorists recommend trying different approaches to determine which have an effect (Luthans and Avolio, 2006). To that end, this study sought to generate new knowledge about the type of intervention approaches that effect PsyCap and Authentic Leadership Development. The two-part purpose of this study was to a) measure the relationship between psychological capital (PsyCap) and authentic leadership (AL) and the extent to which these variables are modified by professional development and gender and b) to explore the perceptions of leaders regarding their experiences in professional development programs, the emotions that contributed to their professional development, and the differences in their perceptions of men and women. The study hypothesized that there is a relationship between these two variables and that they are moderated by gender and professional development. Quantitative results suggested a correlation exists between PsyCap and AL and that the relationship is stronger among those who completed graduate school, those who attended two or three of the corporate training programs, and those who participated in the mentoring program. Findings showed that the relationship was stronger among females. Qualitative findings explained that women are more passionate about growth and development than men. Qualitative findings suggested that participants believed that mentoring is an important component of leadership development and that the success of leadership development depends heavily on experiential learning, the supportiveness of the environment, and trust in leadership. Qualitative findings also showed that attitudes and emotions such as confidence, hope, optimism, resilience, patience, compassion, empathy, and positivity may contribute to an individual’s leadership development.</p><p>
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Jackson, Christopher W. Huffman Jane Bumpers. "An analysis of the emotional intelligence and personality of principals leading professional learning communities." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6093.
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Jang, Jichul. "A Multi-Level Examination of Factors Predicting Employee Engagement andits Impact on Customer Outcomes in the Restaurant Industry." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373985282.
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Lundholm, Anna. "Socionomen som chef inom vården : En kvalitativ studie av mötet mellan medicinsk och social kompetens." Thesis, Uppsala universitet, Sociologiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-192490.
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The purpose of this paper is to investigate how social workers, working in a management position in the health care system, perceive the encounter of the medical and social perspective. With seven qualitative interviews, the study tries to conclude whether or not social workers are accepted at managerial positions within the health care sector. The social worker is, as a manager in health care, a leader but at the same time in a professional alienation from the medical caregivers. Organizations in the health care sector are often multi professional and have their own long standing tradition, history and culture. The results show that the conditions for social workers, working in a management position in health care appear to be agreeable. Collaboration works well, there is mutual respect, and the social perspective are considered valuable. Generally, the respondents agree upon what qualities distinguish a good leader and most believe that social work training provides a good foundation for the management role. Many argue that leadership is personalized and not dependent on the educational background. The social worker in a leadership position, is received well, is accepted and respected in the medical health care. Social workers, according to this study, assume the leadership role in the same ways as other professionals in health care. The social worker brings a psychosocial holistic approach which gives attention to both patients and employees alike. To meet future needs in health care in Sweden, the social worker is a good competence contributor.
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Jackson, Christopher. "An Analysis of the Emotional Intelligence and Personality of Principals Leading Professional Learning Communities." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6093/.
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The purpose of this study was to investigate the relationship between a principal's emotional intelligence and personality and his or her ability to implement and develop professional learning communities within the school. The Professional Learning Community Assessment (PLCA) was administered to principals and teachers in 13 schools in Texas ranging from elementary to high school. Based on the strength of the PLCA scores, two elementary schools were selected to participate in case study research. The principals of these two campuses were administered an emotional intelligence instrument (MSCEIT), a personality instrument (DiSC), and were interviewed along with three of their teachers. The findings indicate that both of these principals scored high in the Influential and Conscientiousness subscales and low in the Dominance subscale. The principals also possessed either near-average or above-average emotional intelligence with both principals scoring particularly strong in the Strategic subscale.
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Heikka, H. (Helena). "Sosiaali- ja terveysjohtajan työn sisältö ja kompetenssit." Doctoral thesis, University of Oulu, 2008. http://urn.fi/urn:isbn:9789514287886.
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Abstract The aim of this study was to analyse the content and related competences of the work of the manager of municipal social and health services. In the theoretical part of the research, management tasks and the context and theoretic tendencies of management are examined. The management of social and health services is examined from the point of view of competence. The competences were formed based on general models of management and the analysis of managerial tasks in social and health services. The competences of social and health services management consist of those of operation, human resources and financial management, network cooperation and communication. Empirical study was executed in two phases. In the first phase, data were collected by an online and postal survey questionnaire aimed at managers of social and health services (n = 169). The data were analysed using SPSS statistical analysis software. When selecting the methods for data analysis, measuring the level and distribution of variables in the data were taken into consideration. In the analysis of the variables, both parametric and non-parametric statistical tests were exploited, taking into account the size and the quality of the data. In the second phase, five social and health service managers were thematically interviewed. The data from the thematic interviews were analysed by content analysis. In the basic duty of social and health managers, the management of change, financial and human resource management, cooperation and networking were emphasized. In change-related development work, working group membership or securing resources for others were emphasized. Compared to other managers, managers of social and health care organisations and managers in the largest municipalities were more often in charge of developing new operations models and producing services jointly with the private and third sector. The challenges of human resource management were related to the management of competence and its development. Cooperative networking seems to be increasing in the future thanks to reform of the service structure and diversification of service production. At present, relating to the managerial competences, the managers of social services needed operational, financial and staff management skills once in a while or quite often, more so than the others. In the near future, the managers of social and health care organisation needed skills in different areas more than managers of social services. In the future, all managerial competences are needed more often than at present. The requirements of the qualifications for a manager were Master's degree, education and experience in management and skills in accordance with managerial competence. The changes in the operational environment of social and health services will change manager's duties and the competence needed. In this study, useful information about the development of managerial competence in social and health services was acquired, and it can also be used in the evaluation and planning of managerial education<br>Tiivistelmä Tutkimuksen tarkoituksena on analysoida kunnallisen sosiaali- ja terveystoimen johtajan työn sisältöä ja työhön liittyviä kompetensseja. Tutkimuksen teoriaosassa tarkastellaan sosiaali- ja terveystoimen johtamisen kontekstia, johtamistehtäviä ja johtamisen teoreettisia suuntauksia. Sosiaali- ja terveystoimen johtamista tarkastellaan kompetenssinäkökulmasta. Johtamistehtävien kompetenssit muodostettiin yleisten johtamiskompetenssimallien ja sosiaali- ja terveystoimen johtamistyön sisällön analyysin perusteella Sosiaali- ja terveystoimen johtamisen kompetensseiksi muodostuivat virkakelpoisuuden lisäksi toiminnan, henkilöstön ja talouden johtamisen, verkostoyhteistyön ja viestinnän sekä projektitoiminnan kompetenssit. Empiirinen tutkimus toteutettiin kahdessa vaiheessa. Ensimmäisessä vaiheessa aineisto kerättiin Internet- ja postikyselyllä kuntien sosiaali- ja terveystoimen johtajilta (n = 169) Aineisto analysoitiin SPSS-tilasto-ohjemistolla. Aineiston analyysimenetelmien valinnassa huomioitiin muuttujien mittaustaso ja jakauma havaintoaineistossa. Muuttujien analyysissä hyödynnettiin aineiston koko ja laatu huomioiden parametrisiä ja parametrittomia tilastollisia testejä. Toisessa vaiheessa suoritettiin teemahaastattelu viidelle sosiaali- ja terveystoimen johtajalle. Aineisto analysoitiin teorialähtöisellä sisällön analyysillä. Sosiaali- ja terveysjohtajan perustehtävän johtamisessa korostui muutosjohtajuus, talous- ja henkilöstöjohtaminen sekä yhteistyö ja verkostoituminen. Muutoksiin liittyvässä kehittämistyössä johtajien toiminta painottui useimmin työryhmän jäsenyyteen tai resurssien turvaamiseen muille. Yhdistetyn organisaation ja suurimpien kuntien johtajat toimivat useammin kuin muut vastuullisessa tehtävässä uusien toimintamallien kehittämisessä ja palvelujen tuottamisessa yksityisen ja kolmannen sektorin kanssa. Henkilöstöjohtamisen haasteet liittyvät osaamisen johtamiseen ja sen kehittämiseen. Verkostoyhteistyö näyttäisi lisääntyvän tulevaisuudessa palvelurakenneuudistuksen ja palvelutuotannon monipuolistumisen myötä. Johtamiskompetensseista sosiaalitoimen johtajat tarvitsivat nykytilanteessa tyypillisemmin kuin muut toiminnan johtamisen, talous- ja henkilöstöjohtamisen taitoja silloin tällöin tai melko usein. Yhdistetyn organisaation johtajista useampi kuin sosiaalitoimen johtajista tarvitsi lähitulevaisuudessa eri alueen taitoja jatkuvasti. Tulevaisuudessa kaikkia johtamiskompetensseja tarvitaan nykyistä useammin. Johtajan kelpoisuusvaatimuksena edellytettiin ylempää korkeakoulututkintoa, johtamiskoulutusta ja -kokemusta sekä johtamiskompetenssien mukaisia taitoja. Tuloksissa korostuivat myös johtajan vuorovaikutustaidot hyvän johtajan ominaisuutena ja valintakriteerinä. Sosiaali- ja terveystoimen toimintaympäristön muutokset muuttavat johtajan työnsisältöä ja työssä tarvittavaa osaamista. Tutkimuksessa saatiin hyödyllistä tietoa sosiaali- ja terveystoimen johtamisosaamisen kehittämiseen ja johtamiskoulutuksen arviointiin ja suunnitteluun
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Chow, Wai-yee, and 鄒慧儀. "How do school leaders shape school culture?: a multi-dimensional perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35344222.
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Cabler, Kendra. "Exploring the impact of diversity training on the development and application of cultural competence skills in higher education professionals." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5791.
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In recent years the terms diversity and inclusion have become major buzzwords across industries and fields of study. Within the field of education broadly, and higher education in particular, a shifting student demographic can be seen across the country. Issues of equity and inclusion have become central complexities for present day educational strategists, and organizations committed to cultivating a culture of inclusion must do so with intentionality. In the context of higher education, this often requires the intentional development of professionals within a particular college or university. There has been a great deal of research concerning the development of cultural competence in traditional aged college students, but far fewer studies address development in higher education professionals. This project seeks to fill that gap.
This study explores how higher education professionals develop and demonstrate cultural competence in their professional roles. Through a mixed methods case-study approach (Jupp, 2006), the current study generally addresses how perceived levels of cultural competence in higher education professionals is shaped by participation in an extended diversity training program. Additionally, this study addressed implications for individual career trajectories as a result of program completion and implementation of new learning.
In-depth interviews were conducted to explore how participants of an extended diversity training program at a large urban institution conceive of their development of cultural competence. The objective of the program was to prepare participants to facilitate diversity education workshops across campus for their peers. One-on-one interviews explored ways in which participants’ individual development and application of cultural competence skills fits into the context of Social Cognitive Career Theory (Creswell, 2007; Lent, Brown, & Hackett, 2002). Additionally, secondary data analysis was conducted to assess participants’ perceived levels of cultural competence throughout the training experience.
Study findings indicate that participants anticipate lasting effects from the training experience. The training introduced and ignited a reconfiguration of what it means to engage and work in spaces where institutional and organizational commitments are aligned with personal commitments. Following training, all participants expressed deep commitment to intentionally and actively cultivating a sense of belonging and inclusion in the workplace through shared language, shifts in policy, and more thoughtful interpersonal interactions with colleagues and peers.
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France, Tami J. "A Mixed Methods Study: Dimensions of Cross-Cultural Professional Success: Experiences of Western Women Living and Working in Eastern Cultures." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1443025671.
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Slavicz, Susan Bennett. "Building a Professional Learning Community at the University Level: A Case Study of an Information Fluency Initiative." UNF Digital Commons, 2014. http://digitalcommons.unf.edu/etd/486.
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An examination of the research regarding the problems associated with student academic writing indicated that two abilities, writing abilities and information literacy skills, intersect, and that an accepted term for this intersection is information literacy. The University of Central Florida’s Information Fluency Initiative recognized information literacy as a key component in developing students’ information fluency skills. This qualitative case study of the initiative used semi-structured interviews, study of documents, and observations to gather data in order to describe how the university planned, developed, and implemented the initiative. Study of relevant literature, narrative analysis (Tierney & Lincoln, 1997), inductive analysis (Hatch, 2002) and the elements of educational criticism (Eisner, 1998) informed the analysis of data.
Participants in the Information Fluency Initiative identified as successful the creation of online information literacy modules by librarians and faculty, program-wide efforts to embed information fluency into curriculum, and individual faculty projects. Additionally, the initiative encouraged a scholarly approach to the study of information fluency with the implementation of an annual Information Fluency Conference held at the University of Central Florida and publication of a peer-reviewed Information Fluency Journal. Results from the study suggested that administrative support for the initiative and the leadership’s empowerment of faculty and librarians to undertake leadership roles were important factors in the initiative’s success. Results also suggested that collaboration between faculty, librarians, and instructional technologists to construct curriculum produced a professional learning community that proved valuable to participants both professionally and personally.
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Cimbritz, Alexandra. "Kyrkoherde - fornkyrklig biskop eller modern VD? : Organisationens påverkan på kyrkoherdens roll och uppgifter i stora och mellanstora pastorat i Svenska kyrkan." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-412810.
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The aim for this master’s thesis is to explore and explain how vicars and chairmen of church councils understand the role and tasks of the vicar in large and middle-sized multi-parish benefices in these new and bigger organizations that took shape after the organizational change 2014 in Church of Sweden. The study is based on interviews with six vicars and four chairmen in four large and two middle sized multi-parish benefices in four different dioceses. For the theoretical framework, Mintzberg’s configurations have been used with a special emphasis on the divisionalized/diversified configuration. The result of the study shows that both vicars and chairmen think the role of the vicar is obvious and indistinct at the same time. It is distinct in that way that there is “Kyrkoordningen” which is Church of Sweden’s official legal framework which is about Church of Sweden’s faith, confession and creed. It also states what a parish has to do; celebrate worship, carry out education, exercise social welfare work and mission, but it doesn’t say how much or how. The vicar needs a driving force, a wish to move the organization into the future and should have visions without forgetting what the mission, the core, is. Most of the informants also consider the vicar to be a spiritual leader. A strength as well as a weakness is the size of the organization. Some of the strengths are about having all the resources an organization has need of as well as a deficit of vulnerability. The new organizational form makes it possible for the vicar to become the organization’s face outward as well as the unifying force for the inward. The weakness is about the inertia in the organization with decision-making procedures that can be long and unnecessary complex. There is a complexity in the relationship with the diocese that also has its root in the size. The organizational structure about governing och leading, how does it affect the vicars and chairmen? Almost all the informants think there is a distinct line between governing and leading and it is the duty of the vicar to lead and the duty of the church council to govern under the leadership of the chairman. All the vicars have a good or even a very good relationship with the chairmen and vice versa. Some of them have worked together for many years, three of four chairmen have recruited “their” vicar. Mutual respect and trust are two words that shone through and form a basis for the cooperation. Each multi-parish benefice has a number of parishes, from three to eight and all of them are led by a middle-manager called “församlingsherde”, middle-vicar and each of them is fully responsible for their parish. Three of the vicars also have a deputy vicar. The preparatory work before the organizational change has been made in each benefice and it seems that the more essential and active the work the better outcome. Time seems to be an important factor. About half of the benefices consider that the organization has consolidated since 2014.<br>Syftet med uppsatsen är undersöka och förklara hur kyrkoherdar och kyrkorådsordföranden i Svenska kyrkan uppfattar kyrkoherdens roll och uppgifter i de nya och större pastoraten som bildades efter 2014. Studien bygger på sex intervjuer med kyrkoherdar och fyra kyrkorådsordföranden från stora och mellanstora pastorat i Svenska kyrkan. Med hjälp av Mintzbergs konfigurationer med betoning på den divisionaliserade/diversifierade organisationen analyseras organisationens påverkan på ledarskapet och vice versa. Om kyrkoherdens roll och uppgifter anser de flesta att kyrkoherden ska leda arbetet i pastoratet, hålla ihop organisationen, vara pastoratets ansikte utåt och inspirera medarbetare, förtroendevalda och frivilliga i organisationen. Kyrkoherdens ska dessutom vara visionär, kunna delegera och ansvara för arbetsmiljön. Sedan anser de flesta också att kyrkoherden ska vara en andlig ledare men hur kyrkoherdarna ser på det andliga ledarskapet skiljer sig åt. De styrkor som finns i organisationen är storleken som möjliggör kompetenta stödfunktioner, minskad sårbarhet och resurskoncentration och en gemensam funktion i kyrkoherden som kan tala för hela pastoratet. De svagheter som uppmärksammas har också med storleken att göra. Storleken innebär fler beslutsled som leder till en tröghet i organisationen. Dessutom är det svårt att hitta fungerande samverkans- och kommunikationsformer. I relation till stiftet är storleken också problematisk. De flesta anser att det finns en klar skillnad mellan att styra och leda, kyrkoherden leder pastoratets verksamhet och kyrkorådet styr under ledning av kyrkorådets ordförande. Både kyrkoherdar och kyrkorådsordförande anser att de har en god eller mycket god relation till varandra. Respekt och tillit är ord som intervjuerna andas. De flesta kyrkoherdar och ordförande verkar anse att det har gjorts ett omfattande förarbete och några av pastoraten började innan samfälligheternas upphörande att fundera över framtiden och hur man på bästa sätt skulle organisera sig. Hälften av de tillfrågade anser att deras organisation har konsoliderat och de som svarar ja är också de som verkar ha arbetat mest aktivt inför organisationsförändringen. Det förefaller som om både aktivt arbete och tid är viktiga faktorer för att få en organisation att konsolidera.
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Hall, Sarah Hippensteel. "Citizen Professionals: The Effective Practices of Experts Helping Community Organizations." [Yellow Springs, Ohio] : Antioch University, 2010. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1277993862.
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Thesis (Ph.D.)--Antioch University, 2010.<br>Title from PDF t.p. (viewed July 22, 2010). Advisor: Richard Couto, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy, March 2010."--from the title page. Includes bibliographical references (p. 155-165).
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Frontiera, Joe. "Leadership and organizational culture transformation in professional sport." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5945.
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Celikkanat, Hande. "Control Of A Mobile Robot Swarm Via Informed Robots." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609966/index.pdf.
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In this thesis, we study how and to what extent a self-organized mobile robot flock can be guided by informing some of the robots within the flock about a preferred direction of motion. Specifically, we extend a flocking behavior that was shown to maneuver a swarm of mobile robots as a cohesive group in free space, avoiding obstacles. In its original form, this behavior does not have a preferred direction and the flock would wander aimlessly. In this study, we incorporate a preference for a goal direction in some of the robots. These informed robots do not signal that they are informed (a.k.a. unacknowledged leadership) and instead guide the swarm by their tendency to move in the desired direction. Through experimental results with physical and simulated robots we show that the self-organized flocking of a robot swarm can be effectively guided by an informed minority of the flock. We evaluate the system using a number of quantitative metrics: First, we propose to use the mutual information metric from Information Theory as a dynamical measure of the information exchange. Then, we discuss the accuracy metric from directional statistics and size of the largest cluster as the measures of system performance. Using these metrics, we perform analyses from two points of views: In the transient analyses, we demonstrate the information exchange between the robots as the time advances, and the increase in the accuracy of the flock when the conditions are suitable for an adequate amount of information exchange. In the steady state analyses, we investigate the interdependent effects of the size of the flock in terms of the robots in it, the ratio of informed robots in the flock over the total flock size, the weight of the direction preference behavior, and the noise in the system.
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Espinoza, Chip. "Millennial Integration: Challenges Millennials Face in the Workplace and What They Can Do About Them." Antioch University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1354553875.
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Shearer, Sarah E. "ArchiTECHture: Rebuilding the Traditional University for the 21st Century." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/cmc_theses/1198.
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This senior thesis is an examination of the major complexities and considerations encountered in developing an e-learning program. In light of the changing landscape of higher education resulting from technological advancement, combined with changing pedagogies and financial pressures, traditional institutions are under heightened scrutiny and most in need of innovation. Online learning as been proposed as a solution to many of these issues, but creating a successful program is no small feat. Furthermore, experimental research on specific course designs and delivery often fails upon real-world implementation. Looking through the lens of Design-Base-Implementation Research (DBIR), an emerging research model that seeks to rectify this inefficiency, this thesis will first affirm the crucial need for active leadership throughout the development and implementation process. Analysis will then turn to the most pertinent elements administrators must address, including the motivations and catalysts for innovation, funding, faculty engagement, IT support, course design and project evaluation; in keeping with DBIR methodology, each of these considerations will take different forms and require alternative courses of action based on the unique institutional attributes and circumstances. Finally, the exploration will culminate in reasserting the urgency for innovation in higher education, and concluding that a uniform “solution” will not only be pragmatically impossible but also detrimental to both institutional legacy and student education: a quality and sustainable program necessitates due diligence in acknowledging and working with the distinct characteristics of each institution.
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Correa-Cespedes, Blanca. "Authentic Servant-Leadership Exemplified by Early Childhood Educator David Lawrence Jr.: A Case Study." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2453.
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Advocacy and leadership style are essential concepts in education. This qualitative case study was undertaken to demonstrate how Robert K. Greenleaf’s servant-leadership framework could be a useful framework to adopt by educational leaders and child advocates. Servant-leadership identifies the needs of others as a primary goal of leadership. The study contributes to understanding the value of exemplary servant-leadership and advocacy in public education as demonstrated by David Lawrence Jr. The researcher addressed questions regarding how Lawrence embodies servant-leadership traits and explored how a servant-leader has been positively influencing early childhood public educational policy in Florida to benefit all children.
There were 16 interviews conducted with individuals from four interest groups in Florida: business leaders, political leaders, local South Florida leaders and educational leaders. In addition, data were gathered by observing and interviewing Lawrence. His speeches and other archival documents were also analyzed. The findings illustrated the ten traits of the servant-leadership framework and identified five additional traits modeled by Lawrence that have contributed to his influence on public educational policy.
A paradigm shift from authoritarian leadership to an authentic servant-leadership style that advocates for young children and promotes the importance of early childhood educational policy. The dichotomy examined throughout this research focused on servant-leadership and advocacy that is instrumental to make a difference in education as an educational leader navigates through political agendas. Lawrence leads a “Children’s Movement” in Florida that includes an ongoing bi-partisan individuals movement that has changed early childhood education in Florida. The findings of this investigation validate that servant-leadership framework could influence the transformation of public education.
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Rice, Claire Michele. "A Case Study of the Ellison Model's Use of Mentoring as an Approach Toward Inclusive Community Building." FIU Digital Commons, 2001. http://digitalcommons.fiu.edu/etd/37.
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The Ellison Executive Mentoring Inclusive Community Building (ICB) Model is a paradigm for initiating and implementing projects utilizing executives and professionals from a variety of fields and industries, university students, and pre-college students. The model emphasizes adherence to ethical values and promotes inclusiveness in community development. It is a hierarchical model in which actors in each succeeding level of operation serve as mentors to the next. Through a three-step process--content, process, and product--participants must be trained with this mentoring and apprenticeship paradigm in conflict resolution, and they receive sensitivitiy and diversity training, through an interactive and dramatic exposition. The content phase introduces participants to the model's philosophy, ethics, values and methods of operation. The process used to teach and reinforce its precepts is the mentoring and apprenticeship activities and projects in which the participants engage and whose end product demontrates their knowledge and understanding of the model's concepts. This study sought to ascertain from the participants' perspectives whether the model's mentoring approach is an effective means of fostering inclusiveness, based upon their own experiences in using it. The research utilized a qualitative approach and included data from field observations, individual and group interviews, and written accounts of participants' attitudes. Participants complete ICB projects utilizing the Ellison Model as a method of development and implementation. They generally perceive that the model is a viable tool for dealing with diversity issues whether at work, at school, or at home. The projects are also instructional in that whether participants are mentored or seve as apprentices, they gain useful skills and knowledge about their careers. Since the model is relatively new, there is ample room for research in a variety of areas including organizational studies to dertmine its effectiveness in combating problems related to various kinds of discrimination.
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Liu, Yi. "When change leadership impacts commitment to change and when it doesn't: a multi-level multi-dimensional investigation." Diss., Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/33856.
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Recent research has urged more comprehensive theoretical development and empirical validation in the field of organizational change. This study is aimed at further developing the change leadership construct and investigating its effect on employees¡¯ commitment to a particular change, along with investigating the moderating roles of leaders¡¯ general transformational leadership styles and subordinates¡¯ affective commitment to the larger organization. The results for the change leadership measure suggest that change leadership behaviors encompass two factors¡ªleaders¡¯ change-selling behavior and change- implementing behavior. Hierarchical linear modeling results indicate that the two aspects of change leadership have different effects on employees¡¯ affective commitment to change. Results on the three-way interaction also provided a more comprehensive view of organizational change situations. Additional theoretical and empirical implications are discussed.
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Henry, Erin L. "Facilitative Boundary Leadership: Enabling Collaboration in Complex, Multi-Organizational Work." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17464431.
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Increasing complexity, flatter organizational structures and rapidly changing environments require coordination and collaboration with individuals and teams across organizations. As teams navigate these complex organizational dynamics, spanning boundaries between groups is increasingly relevant for knowledge work. The extant literature has directed little attention towards examining how boundary spanning is carried out in complex, multi-organizational settings in which organization, sector and expertise boundaries are crossed during the life cycle of the collaboration. This dissertation develops a deeper understanding of the practices boundary spanners use in facilitating collaboration across diverse actors in multi-organizational work. I introduce and illustrate the phenomenon of facilitative boundary leadership -- defined as fostering teaming across organizational and sectoral boundaries for mutual benefit throughout the lifecycle of a temporary collaboration.
Facilitative boundary leadership includes four components: 1) aligning objectives, which brings together diverse actors for exploratory dialogue and enables all parties to have mutual benefit; 2) curating interactions across boundaries, which promotes understanding and eases tensions; 3) establishing a collaborative structure, which provides ground rules and roles for interactions and work throughout the collaboration lifecycle; and 4) maintaining a neutral stance, which builds trust and allows the boundary spanner to move across levels and boundaries. This dissertation draws on an in-depth field study at a multilateral development organization implementing processes to enhance collaboration with external partners. I show that facilitative boundary leadership provided the relational and structural support for diverse actors from different organizations to collaborate and innovate in complex environments, despite numerous differences among actors. This research contributes to the literatures on boundary spanning, cross-sector collaboration and leadership. In addition, it offers practical implications for understanding and improving the effectiveness of collaboration in complex, multi-organizational contexts.<br>Organizational Behavior
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Felt, Jane C. "Advancing the Practice of Authentic Leadership Among Professional Women| A Qualitative Phenomenological Investigation." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10607355.
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<p> Due to deeply held gender roles and cultural norms in organizations, women leaders struggle in their ability to lead authentically (Cook, 2012). Leading with authenticity encourages women to bring their whole self to work, providing them with the flexibility and freedom to exhibit their best qualities in the workplace. Authentic leadership serves to inspire women to believe in themselves and their abilities, enabling women to foster relationships and transparency that can transform work environments and corporate cultures to become more accepting of individual differences.</p><p> This study investigated the leadership experiences of professional women across multiple generations. Data collection consisted of semi-structured interviews with 15 women leaders. Leaders were asked 12 interview questions aligned to five research questions. The questions focused on the past and current leadership experiences. Key findings of the study revealed 64 themes. As a result of the study, authenticity was identified as a significant contributor toward the success of women in leadership roles. Being true to self and being genuine was the most important factor of authenticity in both a women’s professional and personal life. The barriers and challenges that women face include bridging the gap between the male stereotype of leadership and the socially accepted female gender role. These challenges present obstacles for women leaders who attempt to embrace and emulate their true selves at work. Sometimes at the risk of losing their job. Women depend upon their faith, prayer, and practice of reflection and meditation to help them lead with authenticity. These strategies along with self-awareness help women to develop the courage needed to continue moving forward in their leadership practice.</p><p> Success for authentic women leaders is defined by their career and the ability to perform personally fulfilling work. Success is also defined by the leader’s ability to develop and maintain strong relationships with family and friends while also helping others. Recommendations for aspiring women leaders include most significantly the ability to be a leader of self, possessing high self-awareness and building self-confidence. These recommendations are followed by a practice of facing fears and embracing authenticity early in life and career.</p><p>
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Flowers, Kelly N. "Professional Learning Communities and School Improvement: Implications for District Leadership." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157636/.
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The purpose of this research was to understand the role of district leadership better in the implementation and development of professional learning communities. This investigation was a mixed-methods analysis of the perceptions of a school district's support in the implementation of professional learning communities (PLCs) at the school level. Additionally, in this study, I examined how the PLC framework supports systemic school improvement, using Hord's definition of the five dimensions of a professional learning community. A PLC literature review informed the study. A school district of approximately 14,000 students, and a high school of 2,219 students was selected as the population sample. One hundred high school staff members and 20 central office administrators completed the PLCA-DS of Professional Learning Community Assessment-District Support, developed by Olivier, Huffman and Cowan, to measure both school and district level personnel's perspectives regarding the district's role in the implementation of PLCs at the school level. Semi-structured interviews were conducted with district personnel as well as school leadership and professional campus based staff, which played integral roles in the development of professional learning communities. These roles include the school principal, assistant principal, liaison and other staff who are working collaboratively at the school and district levels to support PLC implementation. The investigation results indicated the importance of leadership and culture throughout this change process and critical to school improvement as evidenced by the study of District A and High School A1.
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Briggs, Rickard. "Getting results| Leadership and cross-cultural adaptability within a multi-national corporation." Thesis, Mountain State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3561928.
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<p>U.S. companies continue to grow and expand overseas. They also outsource business processes. There were approximately 350,000 call center employees in India in 2009 (Lundby, Parthasarthy, & Kowske, 2009) and another 350,000 in the Philippines by 2010 (Manila Bulletin Publishing Corporation, 2010). The success of employees who are not U.S. citizens, yet work for American companies, has become critical. These individuals are, many times, hired by and work for organizations located in the U.S. yet are native to, stationed in, and supervise operations in countries around the world. The leadership and cross-cultural acumen of individuals in these positions can be critical to their success or failure as employees of American organizations as well as to their ability to successfully lead members within their own organizations to achieve successful results. </p><p> This research project was conducted by a third party to preclude any bias as the researcher is also the owner of the organization under study. The research examined leadership behaviors as well as cross-cultural sensitivities of individuals in these positions in order to ascertain whether there were differences between these self-reported attributes and the results generated by particular organizational units. Qualitatively, the researcher interviewed senior executives at a number of firms (not associated with his own organization) with respect to leadership and cross-cultural sensitivities of mid-level managers to ascertain if, from the perspective of these senior executives, common threads could be identified that would lead to a greater understanding of the issues of leadership and cross-cultural sensitivities in these mid-level positions as well as efforts that could impact organizational results. </p><p> The resulting data indicated that there was not a significant statistical relationship between any of the leadership acumens or cultural identifiers and managerial performance. In the qualitative data, senior leaders overwhelmingly indicated that Focused Drive, Trusted Influence, and Conceptual Thinking were defining leadership behaviors between higher and lower performers. </p>
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Al-Shammari, Susan. "How Do Mid-Level Leaders Communicate with White Collar Workers in a Multi-National Setting?" Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10827780.
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<p> Managing employees from different cultural and national backgrounds within international business organizations is one of the greatest challenges that mid-level leaders face in the new millennium because of the broad range of communication difficulties that can arise (Cox, 1991; Cupach & Imahori, 1993; Fitzsimmons, 2013; Ietto-Gillies, 2005; Lisak & Erez, 2015; Oliveira, 2013). The purpose of this quantitative study was to examine and evaluate the effectiveness of the communication strategies and tactics of mid-level leaders in one major multinational company with a sizable multinational workforce, Saudi Aramco. The theoretical framework for this study was Communication Accommodation Theory (e.g., Giles, 2014; Giles, Coupland, & Coupland, 1991, 2007). The principal survey instrument employed was the Communication Satisfaction Questionnaire (Downs & Hazen, 1977). </p><p> Only 7 demographic variables (education, age, gender, nationality match, language match, income, and duration of time with the company) had any significant correlations with the <i>Seven Dimensions Of Communication Satisfaction </i> proposed by Downs and Hazen (1977), but the strength of all those correlations was weak, with the exception of education. The more education the participants had, the more satisfied they were with their job. </p><p> Interestingly, in a culture in which gender differences play such an important role, there were no significant differences by gender in the workforce at Saudi Aramco. It was notable however, that the most satisfied employees were those who had been at the company the longest. National and language differences also played almost no role in employee satisfaction, most likely because the whole workforce is fluent in English. The employees did place some significance on what Suchan (2014) describes as Arabic styles of persuasion, which favor: (a) the use of repetition and paraphrasing to make a point, (b) the use of highly ornate and metaphoric language, and (c) the use of strong emotion. </p><p> Finally, in comparing the employees’ responses to Goleman’s (2000) Six Styles of Leadership, the researcher discovered that the workers at Saudi Aramco relate most of all to Goleman’s affiliative, coaching, and democratic leadership styles.</p><p>
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Cal, Anita Marie. "Innovative Pedagogy| What Are the Best Practices of Professors in STEM, Leadership, or Professional Programs Who Integrate Literature?" Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10634606.
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<p> This phenomenological study examines innovative pedagogy and the integration of literature by professors in STEM, leadership, and professional programs to foster leadership. The study probes university professors’ personal experiences integrating literature, focusing on pedagogical strategies and practices. Many studies exist on the use of literature to develop empathy, analytical, or critical thinking in higher education. However, there is virtually no published research on the integration of literature in STEM, leadership, and professional programs to foster leadership skills. Existing theories on utilizing literature in the humanities also apply to its integration into STEM, leadership, and professional programs. Therefore, professors integrating literature have well-defined research on how literature fosters storytelling abilities, critical thinking, decision-making and other dimensions of leadership. Purposive sampling was used to select professors with expertise integrating literature. Individual phone and semi-structured interviews were conducted with 14 participants regarding the integration of literature. As a result, 636 coded passages were bracketed into 32 themes. The top three themes of the study included: (a) fosters leadership skills, (b) pedagogic strategies, and (c) Socratic Method. Two keys findings emerged. Finding 1, the integration of compelling literature developed leadership skills in next generation STEM, leadership, or professional students. Finding 2, the effective integration of literature required use of pedagogical strategies, which included: planning courses with a theoretical foundation, using guided questions for reading, and employing Socratic Method. Professors should select compelling highly regarded/relatable literary works with protagonists that make decisions and pair these literary works with other powerful autobiographies, theatrical or documentary movies/clips of the same subject matter. Recommendations include STEM, leadership, and professional programs add leadership through literature courses. These findings can be used for professional development training that center on fostering leadership skills. This study provides researchers and professors with strategies for utilizing literature to foster leadership. </p><p>
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Won, Sung June. "Exploration of leadership behaviors of PGA professionals in the golf industry." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1563274961511217.
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Ogren, Tammy A. "A Qualitative Multi-Case Study of Leadership and Inter-team Collaboration among Higher Education Distributed Employees." Thesis, Northcentral University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10111447.
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<p> As globalization drove increased need for distribution teams, it was necessary for global higher education leaders to develop collaboration to increase productivity, business success, and employee effectiveness; thus, further exploration was needed on effective aspects of collaboration in distributed settings from the employee and leader points of view. The purpose of this qualitative multiple-case study was to explore inter-team collaboration experiences from the perspective of higher education leaders and team members who work remotely from each other. Tuckman’s theory of Small Group Development (SGD) served as the theoretical framework. The target population was the 669,380 virtual workers within the United States educational services sector and a purposeful sampling method was used to select a small sample of 11 employees at a privately-held educational services organization in the United States as appropriate for qualitative case study. Data analysis employed constant comparative analysis that resulted in two concomitant themes for both research question 1 and 2: (a) conscientious communication as a distributed team strategy and (b) accountability and responsibility attributed to distributed team success. One minor theme was found for research question 1: (a) trust determined by co-workers’ productivity; two minor themes were identified for research question 2: (b) technology enhanced and limited quality communication and (c) need for face-to-face interaction in distributed work environments. Implications focused on improved collaboration within distributed work teams and highlighted (a) need for clarity, openness, and respect, (b) inter-team transparency and task interdependence, (c) commitment and importance of deliverables, (d) specified methods of technology, and (e) beneficial face-to-face interaction. The recommendations for practice included (a) establish communication standards and protocols, (b) identify group metrics, (c) identify specific and prescribed technology, and (d) establish leadership training. The recommendations for future research included (a) a quantitative descriptive design study to analyze trust at each stage of distributed group development, (b) a quantitative quasi-experimental study to explore frequency of communication in one-to-one communication, and (c) mixed method study of the impact of visual technology.</p>
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Tylus, Joseph. "The Impact of Enabling School Structures on the Degree of Internal School Change as Measured by the Implementation of Professional Learning Communities." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1855.
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Abstract THE IMPACT OF ENABLING SCHOOL STRUCTURES ON THE DEGREE OF INTERNAL SCHOOL CHANGE AS MEASURED BY THE IMPLEMENTATION OF PROFESSIONAL LEARNING COMMUNITIES By Joseph D. Tylus, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2009 Major Director: Dr. William C. Bosher Distinguished Professor, G. Wilder School of Policy Adjunct Professor, VCU School of Education This non-experimental, correlational study looked at the relationship between bureaucratic structures in middle and high schools in bringing about change in individual teacher classroom instructional practices through the centralized directive of membership in a professional learning community. Using a continuum of bureaucratic structure, from enabling to hindering, designed by Hoy and Sweetland (2001), each teacher identified the type of bureaucratic structure they believed they operated within. The teacher participants responded to a questionnaire on how involved they were and to what degree they participated with colleagues in a professional learning community during the current school year. Further, they were asked how membership in a professional learning community influenced, if at all, their instructional practices. A regression analysis showed a statistically significant relationship between enabling bureaucratic structure and a higher degree of teacher personal professional growth. A regression analysis also demonstrated a statistically significant relationship between enabling bureaucratic structure and change in instructional practices in the classroom associated with membership in a professional learning community. However, while the analyses found statistical significance, the actual effect size was low, challenging the level of practical significance of the model. One interaction of interest related to teachers who teach courses where there is a state mandated end-of-course test that impacts the school’s adequate yearly progress (AYP) rating. Teachers in this group reported the highest level of change in their classroom instructional practices through membership in a professional learning community when they perceived a more enabling bureaucratic structure for the school in which they worked. Hopefully these results will help encourage future work that pertains to which bureaucratic structures are most effective in producing change in the classroom through the use of professional learning communities. The dissertation was created using Microsoft Word 2003.
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Fiori, Christy. "Supportive Systems for Building Capacity of the Elementary Instructional Coach." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062803/.
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The purpose of this qualitative case study was to examine the systems in place to build the capacity of elementary instructional coaches in a fast-growth district. Through syntheses of research from educational scholars, the conceptual framework was developed with a focus on building capacity of instructional coaches in an ever-changing environment of fast-growth through the lens of professional learning communities, human and social capital, and support from district and campus administration. This study assessed the perceptions of six instructional coaches, six principals, and six district leaders from Rose ISD regarding the school district's support for building the capacity of instructional coaches within the elementary instructional coaching program. The three-part data collection process included document analysis, in-depth interviews, and focus group interviews to support triangulation of data. Through the a priori coding process, the following four themes emerged that highlight key components needed to support district leaders in establishing systems to build the capacity of instructional coaches in an ever-changing environment caused by fast growth: structured time for professional learning, program clarity, collaborative support systems, and implementation of a professional learning community framework. This study revealed a specific need to further understand systems for monitoring and evaluating the effectiveness of the instructional coaching program in an ever-changing environment of a fast-growth district.
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Juhl, Andreas Granhof. "A multi-positional and pragmatic reflexive approach to organizational consultancy." Thesis, University of Bedfordshire, 2011. http://hdl.handle.net/10547/265179.
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This thesis researches how the consultant can participate in the creation of successful processes in organizations using multiple theoretical and practical traditions and a pragmatic reflexivity. The research shows how the consultant can do this using a heuristic model developed in the thesis called the consultancy room consisting of three dimensions: distinctions of position, distinctions of system, and distinctions of time. The thesis shows 6 different and distinct positions that the consultant can use in practice: the OD, systemic, solution-focused, appreciative, narrative and strategic position. To show their practical usefulness multiple examples of developing teams are described. The research shows that positions are firstly to be understood as theories that the consultant knows from experience and literature and brings to the organization and secondly the research also shows how such positions are created and coordinated with the customer before and during the consultancy process. The thesis further shows how the consultant can work with multiple distinctions of system. Three prototypical distinctions of system are introduced: the individual, the group, and the organization as part of the consultancy room to help the consultant increase his orientational abilities in practice. And a further distinction between the conversational and the linguistic system is made to help the consultant reflect in and on practice. The conversational system addresses the design of the process by reflecting with the customer about who should talk to whom in order to develop the situation. The linguistic system addresses how the system in focus is being talked about. The thesis shows how the different positions look at and give different possibilities for action in relation to the different distinctions of system. Finally the thesis shows how the consultant can work with multiple distinctions of time. Three prototypical distinctions of time are introduced: the moment, the meeting, and the process as part of the consultancy room to help the consultant navigate in practice. Again the different positions give different ideas of how to act in the moment and how to design meetings and longer processes. The research is done using the researchers own practice as data. A pragmatic research method is created and based in particular on the work of John Dewey (Dewey 1916 1938, Brinkmann 2006) and Gregory Bateson (Bateson 1972 1984)looking at similarities and differences between multiple examples from the researchers practice.
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Hutchinson, Anna E. "Perceptions of Teacher Leadership: The Influence of Organizational Structure on the Professional Identity of Urban STEM Teacher Leaders." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1581333163812174.
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Brown, Ruby Macksine. "Professional Hurt: The Untold Stories." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1398686266.
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Mory, Joan Ann. "Teacher Leaders' Perceptions of Professional Learning Communities in Middle Schools." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7044.
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While much is known about the benefits of professional learning communities as supportive structures for teaching teams to work together to increase student learning opportunities, team development requires strong administrators and teacher leaders. The purpose of this study was to explore teacher leaders' perceptions of the strengths and weaknesses of professional learning communities in the middle school setting. With a foundation in constructivist and organizational learning theories, differences in teacher leaders' perceptions were investigated based on gender, number of years teaching at the schools, and number of years on the school leadership team. Within a nonexperimental, quantitative research design, 380 participants were invited and 127 responded to the Professional Learning Communities Assessment-Revised (PLCA-R) survey. A t test for independent samples was used to examine gender differences, and one-way ANOVAs were used to analyze differences in perceptions based on number of years teaching and number of years on the school leadership team. The results revealed no statistically significant differences for any of the variables on any of the PLCA-R domains, but there was a statistically significant difference (p = .013) in the PLCA-R overall scores for years of teaching experience. The information from these overall scores reflects a strong relationship between the number of years teaching, either 6-10 or 11+, and the domains in the survey. Results of this study add to the research on middle school professional learning communities and may contribute to positive social change by providing information on the perceived strengths and weaknesses that exist in professional learning communities.
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Li, Yue. "STEM Faculty Retention: Examining Gender Differences in Faculty Perceptions of Organizational and Professional Factors." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1532550758001024.
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Dang, Tina. "The Effects of the Work Environment on California Community College Counselors' Professional Self-care." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3695.
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Healthy work environments are critical in fostering occupational self-care for helping professionals, but information on the self-care and the work environment is limited among community college counselors in California. Self-care is essential for the counseling profession in California community colleges (CCC), as it promotes wellness, which is needed in order to provide optimal services to students/clients. The lack of self-care results in counselor impairment, leading to undesirable factors (i.e., burnout, health conditions, and decrease in productivity). In educational institutions, counselors often find it difficult to maintain their own self-care. However, work environments have been shown to affect self-care at work (professional self-care). Past studies have suggested that the work environment can help counselors increase their ability to practice self-care. In this quantitative statewide study on 324 CCC counselors, it was found that the work environment was related to and predicted CCC counselors' professional self-care, even when considering demographic variables. Additional findings from this research study indicated that CCC counselors’ workload had the highest relation with counselors’ daily balance. Differences in groups (e.g., demographic/contextual factors) are found among CCC counselors' work environment and professional self-care, with the greatest group difference on CCC counselors’ status (e.g., tenured, adjunct). Results also suggest that CCC counselors who worked overload (if full-time) strengthened the relationship between their professional development and a sense of community in the workplace. However, overload hours worked per week showed a negative association with their sense of community. These results may be useful to community college counselors and administrators for organizational planning, policy, and advocacy of self-care-promoting work environments for CCC counselors. A limitation of the study was that the majority of participants were female, White, and tenured faculty, which may not represent those outside of this population.
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Woods-Murphy, Maryann. "Perceptions of Highly Recognized Teachers about Approaches to Teacher Leadership." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1811.
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State and regionally recognized New Jersey teachers struggle to use their professional knowledge in their schools and districts in roles other than teaching. The purpose of this study was to discover the perceptions of highly recognized New Jersey teachers who were interested in taking on additional roles and responsibilities in schools. Guided by Sergiovanni's concept of school communities, DuFour's vision of school culture, and Lieberman's professional development practices, this study examined the connection among these 3 concepts and explored approaches to the creation of trusting communities of teachers who work collaboratively to improve schools. The research questions focused on teacher leaders' perceptions of teacher leadership roles and the skills, knowledge, and dispositions they most valued. The participants were 12 state teachers of the year in New Jersey with 3 or more years of teaching experience. A case study design was used to capture the insights of participants through interviews, online discussions, and a focus group. Emergent themes were identified from the data through open coding, and findings were developed and validated. The key results were that teacher leaders have a desire to engage with school leaders to find ways to share their knowledge and skills with colleagues, and that they value big-picture thinking, fearlessness, and a clear commitment to their students. A project of customized content was designed to guide interested classroom teachers who aspire to be teacher leaders in order to develop the awareness and capacity to take on new roles in schools. Implications are that teachers will be empowered to become more deeply involved in school leadership and that school administrators will foster a culture that supports emerging teacher leaders.
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Lipp, Jamie R. "The Multi-Faceted Role of Ohio's Elementary Reading Specialists: Instruction, Assessment, Leadership and Beyond." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou151058921703077.
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Orey, Maureen. "It Worth It? The Career Benefits and Return on Investment of Volunteer Leadership as Perceived by Chapter Leaders in a Professional Talent Development Association." Thesis, Brandman University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10132132.
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<p> PURPOSE. The purpose of this study was to identify the career benefits and calculate the return on investment (ROI) of unpaid volunteer leadership as perceived by chapter leaders in a professional talent development industry association. The definition of career benefits was adapted from Hirschi’s Career Resources Model, which includes: social capital, human capital, career identity and psychological resources (2012). Additionally, this study used the ROI Institute’s ROI MethodologyTM to identify and calculate the costs and benefits of volunteer leadership to determine the ROI of time served as an unpaid volunteer leader (2013).</p><p> METHODS. This descriptive mixed-method study gathered quantitative and qualitative data via an online survey and semi-structured telephone interviews from 40 volunteer chapter leaders of the Association for Talent Development (ATD). </p><p> FINDINGS. There were multiple positive findings and several levels of ROI data documenting the strong value of volunteer leadership in a professional talent development association, and also demonstrating that there is very positive return from giving back to the profession. By giving their time and sometimes their money, volunteer leaders reaped multiple career benefits such as skill development, deeper relationships, publishing, contracts, speaking opportunities, new jobs and promotions. These specific career benefits resulted in a very significant positive financial ROI of 246%. </p><p> CONCLUSIONS. This study proved the paradox of volunteer leadership — often the main motivator is to give back, however what volunteer leaders receive is so much more. There is a strong tangible return on investment, as well as numerous intangible career benefits for serving as a volunteer leader in a professional talent development association. RECOMMENDATIONS. This study provides ideas for leveraging the value of volunteer leadership for individuals, associations and organizations. Individuals can improve or enhance their social capital, human capital, psychological resources and career identity. Associations can use this data to provide clear evidence of the value of volunteer leadership. Finally, corporations can encourage volunteer leadership as a tool to enhance or accelerate the leadership development of employees while also supporting professional industry associations.</p>
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Zvarevashe, Marshall. "The influence of individual employee performance metrics on a sub-culture in a professional services firm in Durban, South Africa." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001868.
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In today’s fast paced and global economy, competitive advantage is increasingly focused more on organisational behaviours rather than on the traditional tenets of land, labour and capital. Going beyond the traditional, organisations that are best able to get the most and the best out of their people are the ones most likely to perform better. This study aims to build an understanding of how culture is influenced by individual employee performance metrics that are used in an organisation. Previous research has been done in the broad fields of organisational culture and employee performance metrics separately, but no studies were identified in literature that focused on the interaction of the two concepts specifically. Therefore, this study seeks to answer the following research question: How do individual employee performance metrics influence sub-culture in the context of a professional services firm in Durban? This study predominantly focused not on performance at the organisational level, but rather the more granular level of individual employee performance metrics and sub-culture in one of the divisions of a professional services firm. This qualitative study explores the multiple perspectives of reality of ten of the 32 managers in the Advisory division of a professional services organisation, regarding how individual employee performance metrics influence their world view of work, or the way they perceive, think, feel and interact in the world of work. The focus of the study was limited to one department, in one branch of a multinational organisation and focused only on the horizontal layer of the “manager group” within the staff levels. Semi-structured, in-depth and face-to-face interviews were conducted with these managers as a means of gathering and saturating data. Interviewees were identified using a stratified sampling from the group of managers in the Advisory division. Open coding and constant comparison was used to analyse data. Page ii of viii The results of the study show that managers had very varied and complex perceptions of how the individual performance metrics used to assess their performance influence the sub-culture of their world of work. The key findings manifested that misuse and abuse of performance metrics by leaders, leadership bias in respect to recognition, reward and remunerations, the predominant focus of the division on the bottom line and emphasis on success at all cost, and low employee morale were all aspects of performance that impacted on how employees behaved in the division. The effect of these factors on the managers operating in this division was that there were low levels of employee commitment which were experienced through low morale and reduced productivity; managers felt that there was a restriction in the development of their careers, all of which resulted in a disregard to values of the organisation. This study reflects how the reward and recognition system using the balanced scorecard has shifted the focus of the department away from the organisation’s espoused values. This has resulted in various leadership and management questions for the leadership of the division in this study. This research also adds to existing literature that links performance and culture within the organisational context that it goes beyond the prevalent themes in literature which focus on performance at the organisation level. This study focuses on performance at the employee level and in particular in a professional services firm in South Africa. The study has three interrelated sections which are however considered as standalone. The first section is an evaluation report based on the Advisory division of a professional services firm in Durban, South Africa, and consists of a literature review, the methodology followed in conducting the study, results and the discussion thereof. The report also highlights limitations of the study, recommendations and the perceived value of the study. The report ends with a summary in the form of a conclusion. Section 2 comprises a more comprehensive literature review while Section 3 documents the research methodology followed in the study.
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Chen, Li-Yueh. "An examination of the relationships among leadership behaviors, knowledge sharing, and organization's marketing effectiveness in professional service firms that have been engaged in strategic alliances." Full text available, 2004. http://images.lib.monash.edu.au/ts/theses/chenliyueh.pdf.
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Aceves, Manuel A. "Schools of Education in a New Era of Accountability| A Case Study of an Annual Report Process Used to Advance a Professional Learning Community." Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3597634.
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<p> Institutions of higher education are entering a new era, one where cost, value, and quality are at the front of mind. To proactively ensure long-term viability, institutions must operate differently. This qualitative case study examined how the St. Alexander University School of Education's Annual Report Process impacted institutional decision-making. Additionally, the study explored how the Annual Report Process could facilitate learning and improvement for a school of education. </p><p> Using the Professional Learning Community model as the conceptual framework, document analysis, process analysis, and semi-structured interviews were used as the primary methods for data collection. Using pattern analysis, four themes emerged in the study. First, there is lack of shared vision and understanding regarding the purpose for the SOE Annual Reports. Second, there is a disconnect between the SOE Annual Reports and the impact that they play in the decision-making process related to resource allocation. Third, the level of dialogue and impact that the SOE Annual Reports facilitate at the department and programmatic level is mixed. Finally, there has been minimal training for the SOE Annual Report process, which has resulted in a lack of quality in the reports. In turn, this has resulted in an overall frustration with the process for those that are involved in the SOE Annual Report process. The findings and recommendations in this study provide the SOE at St. Alexander a pathway to move forward with an Annual Report Process that positively influences the building of learning community, while positively impacting the decision-making process.</p>